Mapping BTEC Sport Qualifications to Sports Leaders · PDF fileMapping BTEC Sport Qualifications to Sports Leaders UK’s Qualifications 3 ©Sports Leaders UK 2014 SL0 06 /14 Plan,

Mapping BTEC Sport Qualifications to Sports Leaders UK’s Qualifications

1 ©Sports Leaders UK 2014

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The following table shows where BTEC Level 3 units and Sports Leaders UK’s units share common themes. It may be possible for

learning and evidence from one unit to be used to meet learning outcomes and assessment criteria for another unit.

Evidence must be retained as per guidance in the AAC Manual.

Sports Leaders UK Qualification Key

SL1 Level 1 Award in Sports Leadership DL1 Level 1 Award in Dance Leadership SL2 Level 2 Award in Sports Leadership DL2 Level 2 Award in Dance Leadership CSL2 Level 2 Award in Community Sports Leadership SV1 Level 1 Award in Sports Volunteering

BTEC unit, learning outcome and

assessment criteria

Sports Leaders UK qualification, unit, learning outcome and assessment

criteria

Minimum Knowledge In order to meet Sports Leaders UK’s requirements, learners must produce

evidence which demonstrates they know and/or can do the following:

Additional Learning As well as meeting the criteria for the BTEC, learners wishing to meet the

specific Sports Leaders UK assessment criteria listed must also:

Leadership in sport – K/502/5722 (Optional unit)

Developing leadership skills – A/601/8199

BTEC Level 3 CSL2, SL2

DL2

Learning Outcome 1 Know the qualities, characteristics and roles of effective sports leaders. Assessment Criteria 1.1 Describe four qualities, four

characteristics and four roles common to effective sports leaders.

Learning Outcome 1 Understand the skills, qualities and values that a leader will need. 1.1 Describe the skills, qualities and

values that a leader will need.

1.2 Explain the positive and negative outcomes of having/not having these skills, qualities and values when leading others.

Know a minimum of four skills, four qualities and four values that an effective leader will need.

Explain at least one positive and one negative outcome of having/not having the four listed skills, qualities and values.

Know and understand Sports Leaders UK’s values and show that they are working towards these values throughout the course.

http://association.sportsleaders.org/tutors/documents/manuals/aac-manual/



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Learning Outcome 2 Know the importance of psychological factors in leading sports activities. Assessment Criteria 1.1 Describe four psychological factors

that are important in the leading of sports activities.

Learning Outcome 2

Motivate participants.

Assessment Criteria

2.1 Explain the need to motivate

participants and the results that a

lack of motivation could have.

Explain why it is important to motivate participants.

List three results that may occur with a lack of motivation in a sport/ activity session.

Include three results of a lack of motivation within a session.

Developing leadership skills – F/601/8219

SL1

DL1

Learning Outcome 1 Know the qualities, characteristics and roles of effective sports leaders. Assessment Criteria 1.1 Describe four qualities, four

characteristics and four roles common to effective sports leaders.

Learning Outcome 1 Understand the skills, qualities and values that a leader will need. Assessment Criteria 1.1 Identify the skills, qualities and values

that a leader will need.

Identify a minimum of three skills, qualities and values.

Know and understand Sports Leaders UK’s values and show that they are working towards these values throughout the course.

Learning Outcome 2 Know the importance of psychological factors in leading sports activities. Assessment Criteria 2.1 Describe four psychological factors

that are important in the leading of sports activities.

Learning Outcome 2

Motivate participants.

Assessment Criteria

1.1 Identify a range of ways to motivate

others.

Identify a minimum of two ways to motivate participants.



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Plan, lead and evaluate a sport/activity session – K/601/8148

CSL2, SL2

DL2

Learning Outcome 3 Be able to plan a sports activity. Assessment Criteria 3.1 Produce a risk assessment for a

selected sports activity. 3.2 Produce a plan for leading a selected

sports activity.

Learning Outcome 1 Plan a sport/activity session. Assessment Criteria 1.1 Create a session plan which

includes:

Preparation and use of facilities.

Preparation and use of equipment.

Preparation and management of participants.

Organisation within the session.

Produce a structured session plan, showing organisation in at least three components of a session plan.

List three ways of preparing facilities, three ways of preparing equipment and three ways to ensure participants are ready to take part.

Show that they can take responsibility for the planning of specific aspects of the session (equipment, facilities and participants).

Learning Outcome 4 Be able to lead a sports activity. Assessment Criteria 4.1 Lead a selected sports activity with

tutor support.

4.2 Review the performance of participants, within activity, identifying strengths and areas for improvement.

4.3 Review own performance in the planning and leading of the sports activity, identifying strengths and areas for improvement.

Learning Outcome 2 Lead a series of sport/activity sessions. Assessment Criteria 2.1 Put planning into action by leading

others in a series of sport/activity sessions that are appropriate for the age/ability of the participants.

Learning Outcome 4 Understand what feedback is and how to give it. Assessment Criteria 4.3 Select and apply feedback methods

that are appropriate for the age/ability of the participants.

Learning Outcome 5 Evaluate a sport/activity session.

Lead a minimum of 10 hours of sport/activity sessions using plans which are appropriate to the age and ability of the participants.

List three purposes of giving feedback to participants.

Identify three feedback methods which are appropriate for the age and ability of participants, and demonstrate their use.

Identify three positive aspects of a session and at least one aspect requiring improvement.

Identify three positive aspects of their role and at least one requiring improvement.

Lead others for at least 10 hours. Lead a series of sessions (minimum of three). Ensure that sessions are appropriate for the age and ability of participants. Ensure that feedback given in appropriate to the age and ability of participants. Explain how the evaluation will be used to inform future planning and leading.



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Assessment Criteria 5.1 Evaluate the session and use this

knowledge to plan and deliver future sessions.

5.2 Evaluate the role they played and explain what could be improved for future sessions.

Explain how this information will help in the planning of future sessions.



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Sports coaching – Y/502/5621 (Mandatory unit)

Plan, lead and evaluate a sport/activity session – K/601/8148


DL2

Learning Outcome 3 Be able to plan a sports coaching session. Assessment Criteria 3.1 Plan a sports coaching session.

Learning Outcome 1 Plan a sport/activity session. Assessment Criteria 1.1 Create a session plan which

includes:

Preparation and use of facilities.

Preparation and use of equipment.

Preparation and management of participants.

Organisation within the session.

Produce a structured session plan, showing organisation in at least three components of a session plan.

List three ways of preparing facilities, three ways of preparing equipment and three ways to ensure participants are ready to take part.

Show that they can take responsibility for the planning of specific aspects of the session (equipment, facilities and participants).

Learning Outcome 4 Be able to deliver and review a sports coaching session. Assessment Criteria 4.1 Deliver a sports coaching session,

with tutor support. 4.2 Carry out a review of the planning

and delivery of a sports coaching session, identifying strengths and areas for improvement.

Learning Outcome 2 Lead a series of sport/activity sessions. Assessment Criteria 2.1 Put planning into action by leading

others in a series of sport/activity sessions that are appropriate for the age/ability of the participants.

Learning Outcome 4 Understand what feedback is and how to give it. Assessment Criteria 4.1 Select and apply feedback methods

that are appropriate for the age/ability of the participants.

Learning Outcome 5 Evaluate a sport/activity session.

Lead a minimum of 10 hours of sport/activity sessions using plans which are appropriate to the age and ability of the participants.

List three purposes of giving feedback to participants.

Identify three feedback methods which are appropriate for the age and ability of participants, and demonstrate their use.

Identify three positive aspects of a session and at least one aspect requiring improvement.

Identify three positive aspects of their role and at least one requiring improvement.

Lead others for at least 10 hours. Lead a series of sessions (minimum of three). Ensure that sessions are appropriate for the age and ability of participants. Ensure that feedback given in appropriate to the age and ability of participants. Explain how the evaluation will be used to inform future planning and leading.



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Assessment Criteria 5.1 Evaluate the session and use this

knowledge to plan and deliver future sessions.

5.2 Evaluate the role they played and

explain what could be improved for future sessions.

Explain how this information will help in the planning of future sessions.



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Rules, regulations and officiating in sport – K/502/5767 (Optional unit)

The role of the official – Y/601/8419

BTEC Level 3 SV1

SL1

Learning Outcome 1 Know the rules, laws and regulations of a selected sport. Assessment Criteria 1.1 Describe the rules, laws and

regulations of a selected sport.

Learning Outcome 2 Understand the rules and regulations of a specific sport/activity. Assessment Criteria 2.1 Describe the rules and regulations of

a specific sport/activity.

Describe a minimum of five main rules and regulations of a sport, mini version of a sport or recreational activity.

Include five rules and regulations.

Learning Outcome 2 Know the roles and responsibilities of officials involved in a selected sport. Assessment Criteria 2.1 Describe the roles and

responsibilities of officials in a selected sport.

Learning Outcome 1 Understand the roles and responsibilities of officials. Assessment Criteria 1.1 Identify the roles and responsibilities

of the following officials:

Coach

Referee/Umpire

Scorer

Timekeeper

Identify the different officials in a minimum of two sports.

Outline a minimum of two reasons why the officials are required in one of the chosen sports.

Identify a minimum of two different responsibilities for each official for one sport.

Identify officials in two different sports.

Learning Outcome 4 Be able to officiate effectively in a selected sport. Assessment Criteria 4.1 Officiate in a selected sport, with tutor

support.

Learning Outcome 3 Act as an official. Assessment Criteria 3.1 Carry out the responsibilities

associated with the roles of the official.

3.2 Make decisions based on knowledge

and understanding of the rules and regulations of a specific sport/activity and communicate these decisions to participants/other officials.

Demonstrate acting as an official and carry out the responsibilities of at least one of the listed officials for a minimum of five minutes on two separate occasions.

Demonstrate the implementation of the five main rules of an activity and make decisions clear to participants/other officials.

Officiate under direct tutor supervision. Officiate on two separate occasions. Communicate decisions to participants and other officials.



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Organising sports events – F/502/5774 (Optional unit)

Organise and deliver a sports event or competition – K/601/8215


Learning Outcome 1 Know about different types of sports events. Assessment Criteria 1.1 Describe three different types of

sports events, using examples.

Learning Outcome 1 Understand the different types of event and competition. Assessment Criteria 1.1 Describe the differences between an

event and a competition. 1.2 Compare the different

event/competition formats and describe any advantages/ disadvantages for the participants.

Describe at least three differences between an event and a competition.

Compare at least three different event/competition formats.

Describe at least two advantages and two disadvantages of each format.

Compare and contrast events and competitions, understanding the positive aspects and areas of limitation of each format.

Learning Outcome 2 Know about the roles and responsibilities of people involved in planning and delivering sports events. Assessment Criteria 2.1 Describe roles and responsibilities of

four individuals involved in planning and delivering sports events.

Learning Outcome 2 Take part in the planning of an event or competition. Assessment Criteria 2.1 Describe the roles and

responsibilities needed to plan and lead an event or competition.

Describe at least four roles and at least three responsibilities for each role when planning an event or competition.

Include at least three responsibilities for each role.

Learning Outcome 3 Be able to plan and promote a sports event. Assessment Criteria 3.1 Plan a sports event with tutor

support.

3.2 Produce material suitable for promoting the sports event.

Learning Outcome 2 Take part in the planning of an event or competition. Assessment Criteria 2.2 Agree own role and assist in the

planning of an event or competition.

Take on a role and undertake the responsibilities associated with that role when planning an event or competition.

Learners must agree own role.



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Learning Outcome 4 Be able to deliver a sports event. Assessment Criteria 4.1 Deliver a sports event, with tutor

support, describing own roles and responsibilities.

Learning Outcome 3 Assist in the leadership of an event or competition. Assessment Criteria 3.1 Assist in the leadership of an event or

competition.

Undertake at least one role and carry out the responsibilities of that role during an event or competition.

Learners do not need to describe own role and responsibilities to meet minimum knowledge.

Learning Outcome 5 Be able to review the planning and delivery of a sports event. Assessment Criteria 5.1 Review the planning and delivery of a

sports event, identifying strengths and areas for improvement and making suggestions related to future personal development.

Learning Outcome 4 Evaluate an event or competition. Assessment Criteria 4.1 Evaluate the success of an event or

competition. 4.2 Outline the role they played in the

management of the event or competition.

4.3 Give examples of how the evaluation will be used when leading future events or competitions.

Use self evaluation and peer evaluation to reflect on the success of an event or competition on at least one occasion.

Highlight three positive aspects of the event or competition and at least one aspect requiring improvement.

Evaluate own role, identifying three positive aspects and at least one requiring improvement.

Give at least three examples to illustrate how this information will help in the planning of future events and competitions.

Use both self and peer evaluation to review the event. Include at least three strengths and one area for improvement in review of event, and review of own performance. Include at least three examples of how the evaluation can be used for planning future events.



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Fitness training and programming – D/502/5619 (Mandatory unit)

Lead sessions to improve fitness – R/601/8208

BTEC Level 3 CSL2

Learning Outcome 1 Know different methods of fitness training. Assessment Criteria 1.1 Describe one method of fitness

training for six different components of physical fitness.

Learning Outcome 1 Understand components of fitness. Assessment Criteria 1.1 Explain with examples the following

components of fitness:

Speed

Cardiovascular endurance

Flexibility

Strength 1.2 Explain with examples how the

following components of fitness could be improved:

Speed

Cardiovascular endurance

Flexibility

Strength

Give explanations of the four listed fitness components with at least three examples per component.

Give explanations of how the four components of fitness can be improved with at least two examples per component.

Include three examples of how each fitness component is used. Include two examples of training per component of fitness.



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Instructing physical activity and exercise – F/502/5726 (Optional unit)

Lead sessions to improve fitness – R/601/8208

BTEC Level 3 CSL2

Learning Outcome 3 Be able to plan and lead an exercise session. Assessment Criteria 3.1 Plan a safe and effective exercise

session.

3.2 Deliver a safe and effective exercise session, with tutor support.

Learning Outcome 4 Be able to review the design of an exercise programme and leading of an exercise session. Assessment Criteria 4.1 Review own performance in the

designing of exercise programmes and the planning and delivery of the exercise session, identifying strengths and areas for improvement.

Learning Outcome 2 Plan, lead and evaluate a session designed to improve a specific fitness component. Assessment Criteria 2.1 Plan a session designed to improve a

participant/s specific component of fitness.

2.2 Lead a session designed to improve a participant/s specific component of fitness.

2.3 Evaluate the session and agree further actions

Plan a minimum of one fitness session outlining how a minimum of one fitness components will be improved.

Lead for a minimum of 20 minutes a fitness session demonstrating a specific component of fitness is being improved.

Evaluate the session with the participants.

Identify two positive aspects of the session and at least one area that needs improving.

Lead at least 20 minutes of a fitness session. Complete evaluation of session with the participants. Include at least two strengths and one area for improvement within review.



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Lead activities that promote a healthy lifestyle – T/601/8220

SL1, SL2

DL1

Learning Outcome 3 Be able to plan and lead an exercise session. Assessment Criteria 3.1 Plan a safe and effective exercise

session.

3.2 Deliver a safe and effective exercise session, with tutor support.

Learning Outcome 4 Be able to review the design of an exercise programme and leading of an exercise session. Assessment Criteria 4.1 Review own performance in the

designing of exercise programmes and the planning and delivery of the exercise session, identifying strengths and areas for improvement.

Learning Outcome 2 Plan, lead and review a session designed to increase a participant’s heart rate through physical activity. Assessment Criteria 2.1 Plan a session designed to increase

a participant’s heart rate.

2.2 Lead an activity session which is designed to increase a participant’s heart rate.

2.3 Review the activity session and explain what went well and what did not go so well.

2.4 Agree what could be improved for future sessions.

Plan a minimum of one activity session that will raise participants’ heart rate.

Lead for a minimum of 10 minutes and identify basic visual signs of raised heart rate on at least one occasion.

Identify a minimum of one area that went well and one area that did not go so well following a session/activity that the learner has led on at least one occasion.

Agree on a minimum of one improvement that could be made to the session.

Lead at least 10 minutes of a session that raises heart rate. Identify basic visual signs of raised heart rate. Include at least one strength and one area for improvement within review.



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Psychology for sports performance – A/502/5739 (Optional unit)

Developing leadership skills – A/601/8199


DL2

Learning Outcome 1 Know the effect of personality and motivation on sports performance. Assessment Criteria 1.3 Describe motivation and how it

affects sports performance.

Learning Outcome 2

Motivate participants Assessment Criteria

2.1 Explain the need to motivate

participants and the results that a

lack of motivation could have.

Explain why it is important to motivate participants.

List three results that may occur with a lack of motivation in a sport/ activity session.

Include three results of a lack of motivation within a session.

Developing leadership skills – F/601/8219

SL1

DL1

Learning Outcome 1 Know the effect of personality and motivation on sports performance. Assessment Criteria 1.1 Describe motivation and how it

affects sports performance.

Learning Outcome 2

Motivate participants Assessment Criteria

2.1 Identify a range of ways to motivate

others.

Identify a minimum of two ways to motivate participants.

Include two motivation methods.



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Sports development – H/502/5623 (Mandatory unit)

Pathways in sport and recreation – R/601/8208


Learning Outcome 1 Know key concepts in sports development. Assessment Criteria 1.1 Describe three examples of the

sports development continuum, from three different sports.

Learning Outcome 1 Know the provision of sport and recreation at a local, regional and national level. Assessment Criteria 1.2 Describe the organisation of a

specific sport from grassroots participation upwards.

Select an organisation and describe the local, regional and national pathway from grass root participation to elite performers.



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Assessing risk in sport – R/502/5617 (Mandatory unit)

Establish and maintain a safe sport/activity session –

D/601/8213

BTEC Level 3 CSL2

Learning Outcome 3 Know how to maintain the safety of the participants and colleagues in a sports environment. Assessment Criteria 3.1 Describe three procedures used to

promote and maintain a healthy and safe sporting environment.

Learning Outcome 3 Understand the emergency procedures of the current workplace. Assessment Criteria 3.1 Identify the emergency procedures of

the current workplace.

3.2 Explain the emergency procedures to the participant/s.

Explain the emergency procedures of a workplace on at least one occasion.

Explain the emergency procedures for the work place to all the participants on at least one occasion.

Include emergency procedures. Explanation of emergency procedures to participant/s may be linked in with BTEC sports coaching or leadership of sport units.

Mapping BTEC Sport Qualifications to Sports Leaders · PDF fileMapping BTEC Sport Qualifications to Sports Leaders UK’s Qualifications 3 ©Sports Leaders UK 2014 SL0 06 /14 Plan,

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